scholarly journals Introduction of adult education as a modern educational and economic labour market trend

2021 ◽  
Vol 7 (1) ◽  
pp. 304-313
Author(s):  
Viktoriia Blyzniuk ◽  
Yaryna I. Yuryk ◽  
Liudmila Tokar ◽  
Irina M. Serebrianska ◽  
Olena Bezpalko ◽  
...  
Keyword(s):  
Labor Market ◽  
Adult Education ◽  
Adult Learning ◽  
Online Education ◽  
Lifelong Learning ◽  
Formal Education ◽  
Adult Life ◽  
Developed Countries ◽  
Level Of Involvement ◽  
The Eu

This article is based on a quantitative study using methods of statistical analysis of indicators of online education during adult life (25-64 years) within the EU. It has been revealed the relationship of changing forms of adult learning through the transformation of labor market requirements. The study confirms the link between employment in production and the provision of adult education by employers. This is well seen in the socio-economic development of the country, which determines the needs, regional specifics of the labor market, affects adult learning throughout life. The regional specificity of the labor market is a prerequisite for adult lifelong learning and determines the level of involvement of the population in online lifelong learning. There is a significant differentiation between formal and non-formal education (3.7% and 13.2%) within the EU. Online education is more common in the most developed countries with a highly developed economy of knowledge and creative economics. The latest trend in online employee education is the integration of training systems into software.    

Quality Standards and Key Areas of Online Education in European Union

2016 ◽  
pp. 146-167
Author(s):  
Ömer Uysal ◽  
Recep Okur ◽  
İlker Usta
Keyword(s):  
European Union ◽  
Online Education ◽  
Lifelong Learning ◽  
Online Courses ◽  
College Education ◽  
Quality Standards ◽  
Developed Countries ◽  
Leonardo Da Vinci ◽  
Learning To Learn ◽  
Context Learning

Integration of information and communication technology with education science produced new concepts such as distributed learning, integrated learning, blended learning, flexible learning, hybrid learning, open learning and online learning. Learning in the process of information society transformation has become one of the most strategic concepts. The world conjuncture for all disciplines focused on learning to learn and lifelong learning culture. The European Union has gathered various programs such as Erasmus, Leonardo da Vinci, Comenius and Grundtvig under the umbrella of LLP (Lifelong Learning Program). In this context, learning to learn and lifelong learning approaches are defined as the 21st century student characteristics. Online courses shown as a way to teach these skills to the students. Starting from this reality in the world's developed countries, the number of online courses offered increases. Online courses can be counted with activating the accreditation systems by both face to face online training and regular educational institutions. In the USA at college education one of the three students takes an online course. In Europe, there is research on online education in order to develop economy based on information. In Europe, some leading institutes in online education area such as EADTU, EUA, QAA, ENQA, OUUK claim that there are problems and issues in online education, and there is necessity of increasing the quality in online education. For this reason, there are studies on online education by the same institutes regarding how to improve the system and to put regulations of standardization. In the current contribution, we summarized the studies on defining the quality standards of online education. Further, we introduced the quality standards definitions by the online education institutes in Europe, and covered related topics.

scholarly journals Application of technologies of formal and non-formal education for continuous professional development of the modern specialist

2020 ◽  
Vol 13 (32) ◽  
pp. 1-24
Author(s):  
Viktoriia Sydorenko ◽  
Inna Shorobura ◽  
Anna Ponomarenko ◽  
Maryna Dei ◽  
Oksana Dzhus
Keyword(s):  
Adult Learning ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Formal Education ◽  
Digital Technologies ◽  
Key Stakeholders ◽  
Self Development ◽  
Efficiency And Effectiveness ◽  
Professional Self ◽  
Interview Questionnaire

The article considers the technology of formal and non-formal education as a factor of improving the quality, efficiency and effectiveness of lifelong learning of adults, their continuous personal and professional self-development and self-realization in accordance with an individual educational trajectory. In the study, the following methods were used: expert survey, interview, questionnaire, testing, observation, analysis of documents. The content, essence, principles of application of interactive, acmeological, andragogical and digital technologies are described, which ensure the effective functioning of the content of adult learning, meet the interests, requests and needs of customers of educational services, employers and key stakeholders. On the basis of comprehensive permanent monitoring, the effectiveness of the use of continuing education technologies for the training of a modern specialist has been experimentally tested. The results of the research can be used in the process of modernizing the system of continuing education, the organization of adult lifelong learning.

scholarly journals Qualification mismatch in the labor market and the impact on earnings: evidence from Vietnam

2019 ◽  
Vol 21 (2) ◽  
pp. 223-233
Author(s):  
Huy Le Quang ◽  
Binh Tran-Nam
Keyword(s):  
Labor Market ◽  
Formal Education ◽  
Developed Countries ◽  
Ordinary Least Squares ◽  
Asymmetric Effect ◽  
Wage Penalty ◽  
Content Type ◽  
Advanced Economies ◽  
Rural And Remote Areas ◽  
The Impact

Purpose The purpose of this paper is to investigate the incidence and earning effects of the vertical mismatch between attained and required educational qualifications in a developing country’s labor market. Design/methodology/approach Following Duncan and Hoffman (1981), this paper uses the augmented Mincerian wage equation to decompose the actual years of education of a person into years of over-education, years of required education and years of under-education. These years of education are then fitted in an ordinary least squares model to measure the earning effects of an employee when his/her attained educational qualifications are higher or lower than the required educational level in his/her job. Findings Unlike studies in developed countries, this paper finds that Vietnam has a higher incidence of under-education than over-education due to a large proportion of the population in rural and remote areas not having access to formal education. Further, qualification mismatch has an asymmetric effect on earnings in the sense that the wage rate is flexible downward but rigid upward. In particular, years of schooling that are in excess or in deficit of the required level for the job are not compensated with higher earnings. This paper concludes that although qualification mismatch incidence in Vietnam is different from that in developed countries, mismatched workers also suffer from significant wage penalty. Originality/value This paper makes a significant contribution by providing the first evidence from a developing country to the vertical mismatch literature which has already been overwhelmed with studies from advanced economies.

scholarly journals GHG Emissions Mitigation in the European Union Based on Labor Market Changes

Energies ◽  
2021 ◽  
Vol 14 (2) ◽  
pp. 465
Author(s):  
Mihaela Simionescu ◽  
Yuriy Bilan ◽  
Piotr Zawadzki ◽  
Adam Wojciechowski ◽  
Marcin Rabe
Keyword(s):  
Labor Market ◽  
Labor Productivity ◽  
Ghg Emissions ◽  
Developed Countries ◽  
Working Time ◽  
Actual Problem ◽  
Member States ◽  
Emissions Mitigation ◽  
The Impact ◽  
The Eu

The effects of the labor market on environmental issues are an actual problem at the global level, and recommendations are required to achieve equilibrium between labor productivity and environmental protection. Considering the ecological limits of work and the necessity of reducing the working time to mitigate GHG (greenhouse gas) emissions, this paper aims to assess the impact of the labor market on GHG emissions in the EU-28 countries. Using panel data models for 2007–2019, a positive effect of working time for employed persons on GHG emissions was detected. Labor productivity has a positive impact on emissions for most of the developed countries in the EU (old member states), while the effect is negative in the case of most of the new member states, which suggests that more efforts should be made by old member states to correlate labor productivity with a sustainable level of GHG emissions. As a novelty for research in the field, we assessed also the effect of targeted labor utilization on GHG emissions in order to describe the context of a sustainable economy that is an objective for each country in the EU. These results suggest that progress in GHG emissions mitigation might be achieved by reducing the working time for employed persons, which will also improve well-being. These recommendations could be useful also for other developed countries outside the EU that encounter the same difficulties.

scholarly journals Adult Self-Concept

2020 ◽  
Vol 6 ◽  
pp. 00001
Author(s):  
Wirdatul ‘Aini
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Formal Education ◽  
Daily Life ◽  
Learning Activities ◽  
Self Concept ◽  
Learning Activity ◽  
Learning Needs ◽  
Formal Schooling ◽  
Formal School

Adult education is one form of education which is implemented at outside of formal schooling. The targets of adult education implemented at outside of school which is an adult who has experience to attend formal education. The experienced from adult has related to the implementation of education that included an adult who has not received formal education, dropped out from formal school or for those who has never completed formal education, but the adult wants to increase their knowledge, skills and attitude that adult needs in his daily life. Adult education that implemented outside school should be based on learning needs that grow from within themselves, and not based on the influence of conditions from outside themselves. For the success of an adult learning activity, out-of-school education practitioners need to pay attention to the factors that affect adults in learning and should understand the assumptions about adults in learning. Among the assumptions of adult in learning is that adult has self-concepts. Adult self-concept among others has seemed themselves as independent people who are not dependent on others anymore. This self-concept as a guide for education practitioners to carry out learning activities for adults.

scholarly journals UNESCO ROLE IN ADULT EDUCATION POLICY DEVELOPMENT AT THE END OF THE XX CENTURY – THE BEGINNING OF THE XXI CENTURY

2020 ◽  
pp. 7-12
Author(s):  
Наталія Авшенюк
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Education Policy ◽  
Educational Policy ◽  
Lifelong Learning ◽  
Education System ◽  
Theory And Practice ◽  
Individual Development ◽  
Integrated Analysis ◽  
The Impact

The article is based on an integrated analysis of key UNESCO documents (Recommendations of the International Conference on Adult Education CONFINTEA (1985, 1997, 2003, 2009), Global Reports on Adult Learning and Education (2009, 2013, 2016, 2019) that outlines the impact of evidence-based research on educational policy in supporting the development of educational policy in adult learning in the global ed-ucational environment at the end of the XX and at the beginning of the XXI century. It is found that the development of adult education is necessary due to the dynamics of social, scientific and technological improvement; changes in the content and nature of work and social activities of people; increased free time and opportunities for its effective use; labor market demands, the main requirements of which are to increase the competence and skills of the professional. Adult involvement in lifelong learning not only encourages meeting own needs, but also ensures self-fulfillment to a free choice of a place, time and a pathway of improvement. It is proved that since the 1970s up to now UNESCO has played a key role in shaping and disseminating the concept of lifelong learning in education policy. The concept, in essence, involves the restructuring of the existing education system and use of educational perspectives of adults externally the traditional education system in order to influence the development of different social groups and individual development of each person. The world has accumulated considerable meaningful experience in the development of the theory and practice of adult education, which is accumulated, disseminated and implemented through the activities of international organizations on a global scale, including UNESCO. This international organization generates ideas and builds educational policies that are based on reliable statistics and the results of global empirical research.

scholarly journals GLOBAL TRENDS OF ADULT EDUCATION IN THE UNESCO’S DOCUMENTS

2019 ◽  
Vol 2 (16) ◽  
pp. 28-38
Author(s):  
Олена Василенко
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Community Education ◽  
Learning Activity ◽  
Global Trends ◽  
Knowledge Based ◽  
Formal And Informal Learning ◽  
Citizenship Skills

The article is devoted to the problem of global trends and directions of development in adult learning and education that are considered in UNESCO’s documents. It is noted that UNESCO, as a specialized agency of the United Nations, promotes international cooperation in education, science and culture, its priorities include the achievement of quality education for all and lifelong learning, as well as the creation of an inclusive knowledge-based society through information and communication. The author summarizes that UNESCO as a world international organization has a crucial significance in promoting and developing adult learning and education through adopting a number of documents, concepts and reports that define mainstream trends and development directions. The latest may be referred to the following: replacement the concept of Development of Adult Education with the Adult Learning and Education, widening by this way sphere of its implementation; defining three core learning domains in the field of ALE as: literacy and basic skills; continuing education and professional development; liberal and community education (active citizenship skills); confirming the paradigm of traditional distinction between three basic categories of learning activity: formal, non-formal and informal learning; noting, however, that there should be a distinction between purposeful informal learning and random informal learning. It is noted in the article that the efforts of numerous UNESCO organizations are focused on specific areas that need improvement, such as: giving everyone a fair chance at education so that everyone has equal access to adult education; a significant increase in participation in adult learning and education in order to achieve equal progress in adult education and learning in different countries, etc. Key words: the UNESCO, lifelong learning, adult education, adult learning and education, formal, non-formal and informal learning, equal participation

scholarly journals Strategies for Adult Education Development in the European Educational Space and International Organizations’ Activities

2021 ◽  
Author(s):  
Marianna Marusynets ◽  
Kyryl Kotun
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Social Role ◽  
Knowledge Society ◽  
Well Being ◽  
Developed Countries ◽  
Education Development ◽  
Balanced Development ◽  
Social Scientific ◽  
Dimension One

Nowadays, the development of adult education as an important lifelong learning component is conditioned not only by the dynamics of social, scientific and technological progress, changes in the scope and nature of work, increasing leisure time, and opportunities for its rational use but also by the social role of both society and personality. Non-formal youth and adult education is becoming important in the context of ensuring the sustainable and balanced development of society. For the past two decades, adult education as a component of lifelong learning has been a defining goal of education policy in developed countries at the national and international levels. Adult education is considered a social indicator of the state policy human dimension, one of the ways to achieve socio-economic well-being, and a tool for promoting the ideas of the information and knowledge society. The problem of ensuring access to lifelong learning is becoming a priority, and its solution is possible only taking into account the achievements of foreign countries, including European ones, which are reviewed in the article (Austria, Poland, Liechtenstein, France, Spain, Norway, Sweden, Finland, and Ukraine). The article outlines the European countries` experience in the field of adult education and describes a network of lifelong learning institutions; it is identified strategic directions for the development of continuing education.

scholarly journals Implementation of flexicurity in Slovenia

2020 ◽  
Vol 6 (1) ◽  
pp. 21-48
Author(s):  
Suzana Laporšek
Keyword(s):  
Labor Market ◽  
Lifelong Learning ◽  
Social Protection ◽  
Social Systems ◽  
Eu Countries ◽  
Labor Market Policies ◽  
Active Labor ◽  
Active Labor Market Policies ◽  
Active Labor Market ◽  
The Eu

Flexicurity remains an important policy instrument in the EU and will be especiallyimportant in the changing economic and labor market environment, characterized with changing nature of work and development of new forms of work. Purpose. This paper examines the implementation of flexicurity policies in Slovenia and compares them with the EU countries. Design/methodology/approach. As there is no uniform measure of flexicurity, the analysis is structured in accordance with four elements of flexicurity policies, developed within the EU, and suitable indicators: (i) flexibility of contractual relations; (ii) lifelong learning; (iii) active labor market policies; and (iv) social protection system. Analysis uses descriptive statistics for last available years and compares these data with crisis year 2010. Data for international comparisons were obtained from the European Commission, Eurostat and Organization for the Economic Co-operation and Development, Statistical Office of the Republic of Slovenia and the Employment Service of Slovenia. Findings and iImplications. Slovenia has in the past already performed labor market reforms that relate to flexicurity components, yet there is still room for improvement. These are especially needed in the field of lifelong learning and expenditures for active labor market policies, where Slovenia is at the tail of the EU countries. In the front of flexibility, a significant decline in the employment protection was noticed with the last legislative change in 2013, which aimed at reducing segmentation and increasing labor market flexibility. In the front of social protection, Slovenia is among the EU countries with the most generous social systems, which, on the other hand, create high work disincentives. Limitations. This study focuses only on the presentation of the recent indicators of flexicurity components, which is one of its major limitation. Future research should study in more detail the effects of flexicurity on labor market, reconsider the importance of flexicurity in assuring decent work and develop a more comprehensible measure of flexicurity. Originality. The paper adds to the existing literature on Slovenia by giving an overview of recent developments of flexicurity concept, pointing on the areas that require policy response.

scholarly journals DEVELOPMENT OF ADULT EDUCATION IN THE CONTEXT OF UKRAINE’S INTEGRATION INTO THE EUROPEAN AND WORLD EDUCATIONAL SPACES

2021 ◽  
pp. 104-116
Author(s):  
Natalia Pron ◽  
◽  
Uliana Nazarovets ◽  
◽  
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Lifelong Learning ◽  
Core Collection ◽  
Web Of Science ◽  
Good Practice ◽  
Online Questionnaire ◽  
Education Development ◽  
Scientific Publications ◽  
The Web

The article is focused on the study of the main aspects and trends of adult education as an important component of lifelong learning in the international educational space with the view to use good practice in adult education development in Ukraine. Foreign experience in studying this subject is analyzed, and researches by domestic scientists are systematized. A number of decisions and documents confirming the importance of adult education development in the context of Ukraine’s integration into the EU are outlined. The main factors affecting the functioning and development of adult education, namely economic, social, demographic, cultural, and international relations, are highlighted. The analytical tools of the Web of Science Core Collection database were used to іdentify researches on the development of adult education at the international level. This tool has made it possible to find the most cited research papers and the frequency of using the concepts of «adult education» and «adult learning» in titles of scientific publications in the Web of Science Core Collection database as of February 10, 2021. The Eurostat database was used and some educational indicators of adult education were compared in terms of 35 countries. The activities of main international organizations for adult education such as UNESCO Institute for Lifelong Learning, International Council for Adult Education, European Association for the Education of Adults, Electronic Platform for Adult Learning in Europe, etc. are characterized. The findings of the analytical report «What adult learning policy should be in Ukraine?» and the results of an online questionnaire «Expert survey to determine the main directions for the formation of state policy on adult education in Ukraine», were analyzed in detail in order to describe the recent trends of adult education in Ukraine. The conclusion was reached that it is necessary to adopt a law on adult education in Ukraine, as well as to expand cooperation between Ukraine and EU сountries on the development of adult education.

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